Interaction between teaching and research

"inquiry-based learning, bringing research into undergraduate world" (Ex 1, 1b-A)

"can we revise teaching/service/research divides? will that distinction survive?" (Ex 1, 1b-B)

"Bamboo should address teaching as well as research" (Ex 1, 1b-C)

"We (academics) can't even make the kinds of abstractions that we want our students to make that allows us to see that hypercard should not be model, view and controller.. we don't properly abstract our interactions with technology." (Ex 1, 1d-A)

"New digital literacy, mashup culture, clips from movies and arts and that's critical MPA and RWA use of copyright and video and showing up; in evidence of learning." (Ex 1, 1d-A)

"Biggest change is the multimedia, used to be text or image problem. Students using mixed media, we have to teach them how to do it, need machinery, way to share it and store it." (Ex 1, 1d-B)

"Trying to get people to develop digital journal, these are text and not using images, Must teach how to use the technology." (Ex 1, 1d-B)

"There's early adapters, some work with 1st year students in innovative ways (multimedia composition). At Dartmouth, they have a class for students w/o strong writing skills (esp. international students or Native American students, have to take two term course in writing). Can make films, take pictures, add music, think of transitions, think of it as a paper. Students learn to "compose" in a different way, then do a research paper dealing with their multimedia composition. Very successful program" (Ex 1, 1d-E)

"One class in East Asian - students submit all work in movies. Use of tools is a central thing. Faculty worried about students' strong knowledge of new technologies. Faculty also not worried; quality of papers not improving. Some students think "if it's not easy to find, it's not worth finding" (Ex 1, 1d-E)

"One of the articles of faith is that if you're doing the same thing in digital form, you're probably wasting their time because paper does it better. Close reading vs. distant reading - doing analysis of one vs. tons of texts. Capacity to zoom out and analyze entire body of text" (Ex 1, 1d-E)

"Tailor a syllabus as a complement to research" (Ex 2, 1a-A)

"Scanning documents. Creating a course reader. I spend most of my time scanning documents for course readers. I would be great to have English Department wide resource. Raises ip issues. Abandoning eRes services." (Ex 2, 1a-B)

"Relate teaching to research questions" (Ex 2, 1a-C)

"Utilize research results in a pedagogical context. Teach project-based learning. Teach your research to your students. Collaborate with students and/or colleagues in a research project" (Ex 2, 1a-F)

"Planning a syllabus that reflects/communicates research knowledge; Communicating knowledge derived from research (teaching). Developing classroom exercises that engage students and communicate ideas" (Ex 2, 1b-C)

"textbooks on-line allow professors to select and embellish/annotate/correct the published material" (Ex 2, 1b-C)

"Turn grad students onto digital scholarship - digital humanities." (Ex 2, 1b-F)

"Teaching and learning, understand frameworks for pedagogy, though in research its harder because methods in disciplines are different. Diversity is immense in research, while it's smaller in e-learning." (Ex 2, 1c-B)

"Digitizing and making materials available for teaching > eventually useful for research" (Ex 2, 1d-A)

"At [private research university] don't distinguish between teaching & research; teaching students how to do research, how to read; have to understand new forms of cultural literacy. Investigate with new students new forms of cultural materials. " (Ex 2, 1d-G)

"Relate teaching to research questions" (Ex 3, 1a-C)

"Utilize research results in a pedagogical context" (Ex 3, 1a-D)

"Service-teaching or service-research: combining or orienting scholarly activity with community service. Engaging with students in a teaching-university in and of itself "transgresses the boundary" of pure research" (Ex 4, 1b-C)

"Useful vs interesting. In a teaching setting, interesting is per se useful." (Ex 4, 1c-A)

"Teaching a subject for years is part of the process of writing. Ideas come from interactions with colleagues and one's own students. To teach a course in something is, at times, a research methodology in and of itself." (Ex 4, 1c-B)

"How do we involve students? This is always an expectation/assumption in the sciences. How do we do this in the humanities? Very strong tradition at small liberal arts colleges." (Ex 4, 1d-A)

"within the classroom, the learning community is exposed to a rich soup of ideas" (Ex 4, 1d-C)

"We're now having students producing very valuable technology and research that "doesn't count" for anything. The work that students do makes them more valuable in the marketplace, but not necessarily in the academy. Some graduate students get hired based on their experience and capability with digital projects, but ultimately not promoted because they worked on digital projects and the "old farts in charge of promotion" don't value that." (Ex 4, 1d-D)

"Recreating/modeling environments? This has a lot to do with pedagogy, too. Cuts across disciplines" (Ex 4, 1d-E)

"is this a place where distinction b/w teaching and research matters? teaching won't get the kind of attention of research. State campuses, teaching will get more attention, resources. Teaching draws on these infrastructures (image collections). should get more attention than it does. Crosstalk re: one off/not one off projects - web site building for teaching" (Ex 4, 1d-F)

"Is there a pedagogy, a defined set of classes, to create humanities computer majors. Georgia Tech is addressing this w/ tracks - one is close to this. Seems like the tools are there but the money isn't. Identifying the stakeholders, or the ability to have a network of those. In Wealth of Networks, chapter about people who live to write a chapter for Amazon, or debug Wiki, for nothing. They have some stake in it. To define communities evolving, you can define gates into communities. Not just the sifting, but a crumb trail to track process of research. That's also called monitoring. May have to happen. Gating: Slashdot, Salon, you develop credentials by saying cool things about cool things. Ways of allowing technology to evaluate participation in the process. Don't you think that will naturally happen across the board in research? Surprised by how little happens there." (Ex 4, 1d-G)

"Smashing boundaries between teaching and research. One faculty member described a review letter that warned against the overlap between his teaching and research that might not be viewed in a good light by future review committees." (Ex 5, 1b-C)

"Students are good at organizing things. Undergrads are lot more innovative. grads just want to get in and get things done." (Ex 6a, 1a-A)

"I don't want to be a critic but... We build a lot of white boards. On the low end, just changing the format of the class can do pretty much the same with very little money. Making the space smaller and more collaborative." (Ex 6a 1a-A)

"Intergenerational collaboration w. tech-savvy students" (Ex 6a, 1a-F)

"How much does digital distraction figure into pedagogical contexts? if there's too much stimulus, students who come to University without critical thinking skills can end up losing ground because of digital technologies ... distraction is a barrier to developing critical thinking skills ..." (Ex 6a, 1b-B)

"Assumption by our students of ubiquitous networks. campus is quiet, everyone ensconced is their own personal spaces. technologies arrive with stuff that makes me completely irrelevant or completely throw me (e.g. beowulf cluster). Dorm telephones. No one uses them anymore. Publishing of student work on YouTube - students and young faculty are doing. Raw, w/o IP issues discussed. Students know how to do rich media. Faculty don't know how to grade a new media work." (Ex 6a, 1b-C)

"bringing with them practices that really push the edges (e.g. publishing student work on YouTube without regard for intellectual property or maintaining the work in perpetuity)" (Ex 6a, 1b-D)

"Intensely networked. When to introduce a high-end tool to students. Do these tools interfere with the process of learning." (Ex 6a, 1b-E)

"young scholars at Stanford used to be below par. Would never have taught a course in which we automatically used computers. Now they are changing, this is getting better. There's a real transformation; students are naturally putting things together, making presentations. Quite fascinating." (Ex 6a, 1c-A)

"Take knowledge to competence. How do they know what are the right tools? Who teaches what the right tools are? They discover for themselves, have perhaps a vague idea. Stressful. Teaching is not moving fast enough to each undergrads what to use." (Ex 6a, 1c-A)

"Design and Digital Media course - take people from wide range of backgrounds, knowledge of mobile technologies. Use of mobile devices as a means of access" (Ex 6a, 1c-B)

" Not much of a technology push to architecture undergrads, instead they tend to take to technologies themselves" (Ex 6a, 1c-B)

"Teaching-oriented has strong selection bias towards junior faculty comfortable w/ mixed media, etc. - want to use in their teaching" (Ex 6a, 1c-C)

"students: being lead by the students when it comes to technology; feels okay with being lead. Responding to 9, a panel of 4 write the report, 4 critique the report, 4 critique the collaboration." (Ex 6a, 1d-B)

"the changing role of the professor. In CS a member of the learning community. In humanities, maybe not. cultures vary greatly from institution to intuition and department and department. in engineering, a community of collaboration. CS students still feel a conflict within collaboration; industry versus school. is part of being a CS student, being collaborative?" (Ex 6a, 1d-B)

"the ECAR survey on video games -- In their longitudinal study of college students use of information technology, for example, Salaway, Caruso, and Nelson (2007) report that more than 3 in 4 (78.3%) college students on average play computer and video games either online or offline, but just over 1 in 2 (53.3%) likes learning through video games and in their coursework." (Ex 6a, 1d-B)

"Technology gaps between students and teachers. For example, in research gathering; students don't know much about the structured bibliographies; students are well connected, which may not be valued in the classroom" (Ex 6a, 1d-B)

"at our university, Library used to be the only source of support for the library. IT people only supported the sciences; that has since changed. coming from a small school, it's interesting to see problems of big schools. We have lots of classroom technology, but 0 support for research. No one can help me with XML or XSLT. But we've dumped tons of money into teaching facilities" (Ex 6a, 1d-C)

"In languages, it's expected that incoming hires will incorporate technology in the classroom. They use blackboard, can digitize clips, work with library, Instructional technology. I look to my new colleagues for inspiration on how to use technology. Non-tenure track people take more advantage of grants for teaching. Standing faculty are more about just writing books" (Ex 6a, 1d-C)

"once faculty get involved in projects, then their teaching is transformed. Get the faculty on using technology in their research and they'll bring it in to the classroom. Getting them involved with the library really helps. got to have the physical infrastructure to support it. We have building that aren't wired or wireless; not all classrooms have computers, etc. It's our library that has really saved us. Our library has become an amorphous, multi-purpose institution." (Ex 6a, 1d-C)

"Teaching isn't really talked about at this conference, but using digital technologies for their ability to help students perform active research independently. I've had faculty who center on a seminar structure say their research and teaching are inseparable -They teach their research, their teaching informs their research" (Ex 6a, 1d-D)

"Our grads and recent faculty are expected to know Twitter and enough about Facebook, and digital presentation to put together courses. They have to keep up w/ new technologies. But no connection to research. Still use archives rather than digital resources. Reward system - tenure and research is not there, but teaching requires technological skills. Research different because of different kinds of sources. Computer based systems becoming insufficient. Our upcoming grads have to invest in more things. Can't be a traditional historian, you have to be better at teaching. There are fewer jobs. Bamboo has to make investments in social networking, visual presentations, make it easier to combine tools for research and lectures." (Ex 6a, 1d-E)

"Taking this collaborative model and allowing students to collaborate hear and lets them experiment" (Ex 6b, 1a-B)

"Classes should be more a partnership. Students are more your sensors into the world." (Ex 6b, 1a-B)

"You have to be more in the role of guides. Let the explorer explore. I want a guide in a room. Experts guide you in an area in knowledge" (Ex 6b, 1a-B)

"give everybody a couple years off to promote undergraduate research ... (Council of Undergraduate Research). What research activities can humanities scholars provide to 18 year old students?" (Ex 6b, 1b-B)

"New folks are teaching on-line. With tech support from IT. Collegiality across disciplinary boundaries. English department folks are now talking with [technologists]." (Ex 6b, 1b-C)

"Shut off all the computers in the classroom" (Ex 6b, 1c-B)

"See what would happen if you flipped the hierarchy, and put the students in charge. We have this quite often in computer science. In our organization, group members often are somewhat in charge." (Ex 6b, 1c-B)

"New hires want to communicate w. students via blogging, IM. Faculty is posting everything teaching related. Closely related to research, as in sharing research via content mgmt system, but then also use it to share work." (Ex 6b, 1a-G)

"We are talking about collaborative scholarship. You can't just collaborate with students to save time." (Ex 7, 1a-B)

"Ability to annotate text and images. Ability to play with things, chart density of Greek inscriptions on a map, for example. These are useful both as playful, exploratory activities and as more teleological, hypothesis testing activities. Simpler, more controlled versions of the scholarly activities described above can also be turned into assignments for students. They have to be more carefully planned, so that the students may find some results in a reasonable amount of time, and with the context that they have available to them. The goal of these activities is to introduct the students to scholarly research methods for this type of text. A sample assignment may be to look at languages and names, so that they have to think about the meaning of a Hebrew inscription that refers to Abraham, the son of Theodorus. (It might reflect a religious revival, for example.)" (SN-0034 Finding and using inscriptions- Building a corpus, Elli Mylonas, 12/18/08)

"The first is the impossibility of using audiovisual records in lectures and assessment in way that is organic and well-integrated with text and speech: both teachers and students often have to make reference to audiovisual content that is not immediately available. This has implications in terms of the quality of teaching and of the work produced by students." (SN-0038 IM-Theatre, Interactive Multimedia Theatre, Raffaella Santucci, 1/7/09)

"The film short creation assignment was designed to give students enrolled in a 100-level course experience in visual storytelling through the creation of a video and to diagnose students' facility with a visual mode of expression. While the assignment required students to use videoediting software, the professor considered the assignment to be a conceptual exercise rather than a technical one. Students were encouraged to "focus on collecting images that capture their experience this year at Carleton." The videos did not include audio in an effort to focus students' efforts on the visual composition of the assignment." (SN-0036 Film Short Creation, Andrea Nixon)

"Reflecting on the professor's own experiences in constructing this entry-level assignment, the professor noted the greater the restrictions placed on student work, the more interesting the completed assignments. The restrictions are "really forcing them ... to think visually" rather than, as noted above, enabling students to make music videos with which they are more comfortable but which were not the emphasis of the course. '... [the students] are very sophisticated but then somehow all of the things that they knew and were able to recite, rehearse, play out analytically, critically, in their classroom discussion and so forth, did not appear as strong when they were actually putting these things into practice.' The professor reported that the students in the class were particularly skilled at critiquing visual forms of expression developed by others based on criteria discussed in class. Some students had trouble transitioning newfound understanding about visual modes of expression to their own compositions. The professor also noted the importance of making the prompts and instructions more overt in order to focus student work on a mode of expression with which many students are unfamiliar. The second finding reflected the professor's own practices in creating this assignment. 1) Create opportunities to discuss assignments. 2) Provide a forum for faculty members to discuss the evaluation of student work. 3) Create assignments that allow students to build on their conceptual strengths and express themselves visually. 4) Distinguish between tool manipulation and conceptual work." (SN-0036 Film Short Creation, Andrea Nixon)

"The emphasis of the assignment was on gathering and presenting information about a local species. The faculty member did not give the students specific guidance in terms of their work with visual materials. The professor identified five criteria relating to uses of visual materials for the class presentations: coordination of spoken and visual materials, pacing and coordination of the presentation, clear presentation of images, aesthetics, and citation of images. The professor considered the students' use of images in five ways. The first criterion related to the degree to which images were integrated with the presentation and handouts. Second, the professor considered the degree to which the images students selected were engaging and drew the audience's attention to the topic of the presentation. Third, the images were required to be in focus and appropriately sized. Fourth, the professor assessed whether the images were cited appropriately, particularly on the group's handout. Finally, the professor considered whether the presentation itself was appropriately paced. In some instances, groups timed and automated the advance of the slides and were out of synch with the presentation. 1) Coordination of visual with presentation and handouts. 2) Images in focus and appropriately sized. 3) Citation of images. 4) Pacing and coordination of presentation." (SN-0037 Group Presentation, Andrea Nixon)

"How might digital humanities curricula synthesize the acquisition of technical skills with critical practices? Motivated by this question, our project, funded in part by a University of Washington (UW) Graduate School Huckabay Teaching Fellowship, not only explores the implementation of new technologies in humanistic inquiry, but also the social implications of that implementation. In English and the Comparative History of Ideas at the UW, students are trained to examine and critique the ways in which technology is culturally embedded, how it influences aesthetics, and how it shapes our understanding of the humane. However, these same students rarely have the opportunity to learn the technical skills required to produce the very objects they study. In Geography at the UW, there is a similar trajectory, yet in nearly the opposite direction: students often learn technical skills in geographic information systems (GIS) without becoming well-versed in qualitative or critical GIS, fields that consider technology to be value-laden. As such, we are designing a digital humanities curriculum that asks undergraduates to approach the concept of "mapping" in the digital humanites from two different perspectives. First, students will use mobile technologies to collaboratively compose an interactive, digital map of the University of Washington, Seattle. Second, they will pursue individual projects, where they will produce digital representations, or "mappings," of their humanities research on, say, technoculture, American literature, or cultural histories of the University. Put this way, both the collaborative and individual projects will be articulated as vehicles for "animating" information and moving audiences toward new ways of perceiving and inhabiting humanities research. Included in the curriculum are learning modules on metadata creation/maintenance (e.g., XML, EXIF, and FGDC standards), geo-coding, digital cartography, website design (e.g., HTML and PHP), GIS, and multi-authored blogging. By synthesizing technical skills with critical practices, the curriculum allows UW students and faculty to: (1) implement a new, next-generation authoring tool for collecting and archiving information, (2) pursue sustainable forms of collaborative and networked digital scholarship, (3) become more familiar with how to use digital technologies for pedagogical purposes and participatory learning, and (4) develop a complex, participatory geospatial representation of the University." (SN-0042 Mapping the Digital Humanities, Jentery Sayers, 12/24/08)

"Sayers and Wilson are now in the process of developing the digital humanities curriculum, under the mentorship of Thurtle and Elwood, and have already presented their work on the UW campus, as part of the Information School's Research Conversation Series. What they are learning is that the visualization and animation of information in humanities contexts is not just a trend in fields such as the digital humanities; it's indicative of a mode of thought, one that is especially common amongst undergraduates. Through an emphasis on "mapping" in the geographical and textual senses, they are stressing how a curriculum that includes pattern analysis, information aggregation, "distant reading," and data structuring and preservation might simultaneously appeal to emerging learning styles and research practices and help produce new ways of imagining the work of humanistic inquiry. These "new ways" almost undboutedly include re-thinking writing and composition to include new media, collaboration, and networked narratives, all of which are encapsulated in Sayers's and Wilson's conceptualization of mapping." (SN-0042 Mapping the Digital Humanities, Jentery Sayers, 12/24/08)

"How does the use of digital technologies in humanities contexts alter our expectations and assessments of humanities research? How should existing standards for digital work (e.g., metadata standards) be taught in the humanities classroom? For example, should they be readily adopted and mobilized without critique? Or should course- or project-specific standards be created? How should practices in data aggregation, harvesting, and preservation figure into undergraduate research projects? How might digital technologies and networked narratives stretch the boundaries of the classroom (to included other universities or publics), and how should students and instructors present and structure their work accordingly? How will emerging trends in data visualization and animation influence critical writing practices? And critical thinking, broadly speaking? What are some concrete ways, through tangible learning modules, to synthesize critical practice, collaboration, creative thinking, and technical skills as part of a digital humanities curriculum? How do you teach something like the digital humanities to undergraduates, who are likely unfamiliar with the field? For example, how would historical and applied approaches differ, and to what effects? How important are open-source software and shareware to digital humanities curricula?" (SN-0042 Mapping the Digital Humanities, Jentery Sayers, 12/24/08)

"I'm putting together a PowerPoint for my class on the architecture and sculptural program of the Parthenon. I can find large groups of good images to use in certain on-line databases - ARTstor, the Library Image Database, Gardner's Image Set.... For this particular class, I don't want plans that include too much archaeological detail that will just be confusing for beginning students, so I may reject some of what I find on that pedagogical basis." (SN-0044 Preparing Lecture Materials on Architecture and Sculptural Program of the Parthenon, Ann Nicgorski)

"Students did original research in order to study and enrich the publication of the Garibaldi Panorama, which was digitazed and made available by the Brown University Library. The Garibaldi class represents a research project taking place around an artifact, not mining a database, as in the previous example. Students selected research topics, searched a microfilm collection that had materials about 19th c. European history, and digitized textual resources that they found. These were collected and contextualized in order to provide information for understanding the content and purpose of the Garibaldi Panorama. An example of a student research topic is the network of information around torture in Bourbonic jails in southern Italy. Students found legal documents from a court case and documents by William Gladstone, prime minister of England on the subject. The class used Google Documents to collect their materials, because it permitted shared use and enough storage for the digitized images. This system has worked adequately, but is opportunistic. The students could have done better work if they had access to collections at other universities, and if they could integrate them more seamlessly into their own collections of resources. Students from other institutions could also have access to these materials and tools, in order to perform similar research projects." (SN-0048 Student Research as Bricolage, Massimo Riva)

"Professor B is teaching a course in music theory. She wants to develop an interactive set of assignments that allow her students to demonstrate their understanding of repetitive themes within a single piece of music. She opens the music search tool, creates the list of scores to be examined by the students, and publishes this list to her class website. From the class website, a student clicks on a title and is launched into a music annotation tool. The student listens to the piece and uses the timeline tools to mark each theme. Using the synchronization tool, the student can see the score and make annotations. The student can then export the timeline and sent the resulting webpage to Professor B for assessment." (SN-0054 Variations - a Tool Set for Music Research and Pedagogy, Stacy Kowalczyk)

"Engagement with people/texts allow us to use monastic how-to manuel to track innovation about job descriptions. Cellarer (stores and tries wine), etc. How a scholar such as myself has interacted w/ digital technologies in re-creation of texts, archaeology, etc. Use these strategies in my teaching." (W4 Welcome, Sheila Bonde)

"Not try to classify content as educational or research. One person's research is another person's classroom." (W4, Program Document Section 3, Discussion of Poll #1, Librarian table discussion)

"Tried to define ways in which articulating relationship of education to teaching. Create cyberinfrasturcture for research - undergrads can use too. Also, just mentioned, a meta-reflection on how we represent ourselves digitally. Ability/capacity in moving to digital environment; raising specific question of representing discipline. If system is well-designed to get new/unique data, raises discipline specific questions. Teaching -> advancing disciplinary conversations. Nice to model, bring to the front." (W4 Action Plan - 3.5 Education Materials, discussion)

"Education needs to be fundamentally up front. On the front page, we don't have opposition between research/education. Facilitating that relationship. What we'd be producing: students using technologies used in Hum research. Researchers need to communicate to students. Bringing this to the front page." (W4 Action Plan - 3.5 Education Materials, discussion)

"Focus on things that build common infrastructure. More emphasis on building bridge between teaching and research. Move towards undergrad research that's a key thing to be leveraging with this. Real research as an undergrad is actually being done now; helping establish Humanities. Being able to bring this to another level through infrastructure." (W4, Table Discussion of Section 5, Duffy Gillman)

"Research isn't just what you do. There's seminars that look a lot like research. We don't have to call it educational/curricular materials. Might be important to use that language to pitch to administration. Do curricular materials filter up, or does research filter down?. When faculty do things, they teach them; when it's "just instructional", they don't do it. "That's an IT thing" - gets back to us/them." (W4, Discussion of Section 3 Poll #1, Chad Kainz)

"Education/curricular: overall, should be a much better program of how research/education are combined - this is a false divide. Strong emphasis needed on education, particularly in light of certain political conditions." (W4, Program Document Section 3, Discussion of Poll #1, Faculty table discussion)

"Thinking about service development re: recipes - this is a big industry for PB. Relating teaching-based skills to new/newly digitized collections." (W4, Program Document Section 3, Discussion of Poll #1, Faculty table discussion)

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